Curriculum integration of physical sciences, engineering science, technology subjects in relation to the technical sciences curriculum

• Published in: South African journal of education Vol. 43; no. 2; pp. 1 - 10
• Main Authors: Moloi, Mabel Julia, Motlhabane, Abraham Tlhalefang
• Format: Journal Article
• Language: English
• Published: Sabinet Online 01.05.2023; Education Association of South Africa; Education Association of South Africa (EASA)
• Subjects: Analysis; Comparative Analysis; Curricula; Education; Education & Educational Research; Education, Scientific Disciplines; Engineering Education; Foreign Countries; Integrated Curriculum; Interdisciplinary Approach; Physical Sciences; Science Curriculum; Sciences education; Scientific Concepts; Secondary School Curriculum; Technology Education; Textbooks; South Africa; physical sciences; technical sciences; technology subjects; curriculum alignment; transdisciplinary integrated curriculum
• ISSN: 0256-0100; 2076-3433; 2076-3433
• DOI: 10.15700/saje.v43n2a2209

The aim with this study was to analyse and explore how physical sciences, engineering science and technology subjects (technical electrical technology, technical civil technology, technical mechanical technology) can contribute to the alignment of the technical sciences curriculum. We used document analysis to collect data. An analysis of the curriculum and assessment policy statements (CAPS) for technical sciences, physical sciences, electrical technology, civil technology, mechanical technology, and textbooks for engineering science was done. The findings of the study suggest that the technical science curriculum is a replica of the physical science curriculum. We recommend that the technical sciences curriculum be reviewed such that relevant scientific concepts can be used to bridge the gaps identified in the curriculum. The implications are that a new, aligned technical sciences curriculum that is relevant for technology subjects must be developed.